Certified: Math Facilitator-Middle School (21-22 SY)

Job | Posted 14 days ago
Start Date
Position Areas



Teacher (Math Coach)



Teaching and Learning



Waterbury Teachers’ Association CEA-NEA



Receives administrative direction from the Principal or other administrative official of a higher grade






This class is accountable for assisting classroom teachers and other instructional employees develop strategies, skills, tools, techniques, and capacity to effectively teaching math to all students. This class also develops and implements curriculum and lesson plans, utilizes technology to facilitate learning, and demonstrates understanding the varying learning styles and the needs of a diverse student population.


Guidelines for Use:


The Coach will be used to support all staff in the implementation of the site math plans and programs. The Coach will work directly with teachers in a school providing classroom-based demonstrations, collaborative and one on one support, and facilitating teacher inquiry and related professional development. The Coach will focus on enhancing teachers’ ability to provide instruction that builds students’ sense of engagement in the ownership of learning.  The Coach will also work with administrators and teachers to collect and analyze data, interpret, and use it to guide instructional decisions.






General Experience:

  1. Possession of a Bachelor’s degree from an accredited university or college.  


Special Requirement:

  1. In addition to the checking of references and of facts stated in the application, a thorough background investigation of each candidate may be made prior to appointment.  



  1. Employment in this class is conditional upon possession of a valid Connecticut State Board of Education teaching certificate/endorsement(s) appropriate to the teaching assignment. 

  2. Endorsement as a Math Teacher or other applicable endorsement.

  3. Incumbents in this class may be required to possess and retain a current Motor Vehicle operator’s license.



  • Comprehensive knowledge, gained by formal or informal learning, about the content and methodology of balanced math instruction;

  • Considerable knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies;

  • Considerable knowledge of standard-based and core curriculum areas for which the teacher is responsible for instructing, including specialized knowledge in certain fields such as math mathematics, science, business, music, art, languages, and so forth, as appropriate;

  • Knowledge of child development;

  • Knowledge of classroom management techniques;

  • Knowledge of instructional technologies;

  • Knowledge of learner outcomes;

  • Knowledge of learning theory, students’ learning styles and needs, both academic and affective, and theories of multiple intelligences;

  • Knowledge of multicultural, gender and disability fair curriculum concepts;

  • Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);

  • Knowledge of successful techniques in classroom management and instructional planning for effective math instruction;

  • Knowledge of theory and practice of teaching writing as process and product, especially as it relates to early elementary age children;

  • Some knowledge of community resources;

  • Effective coaching skills;

  • Effective collaboration skills;

  • Excellent listening skills;

  • Skill in classroom management and organization;

  • Skill in classroom presentation;

  • Skill in human relations, mediation, conflict management and interpersonal interactions;

  • Skill in maintaining and developing reports;

  • Ability and flexibility to interact effectively with students, parents, and other school staff, the administration, and community members of diverse ethnic/racial and socioeconomic backgrounds;

  • Ability to adapt teaching styles to diverse student populations;

  • Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Intervention (SRBI);

  • Ability to assess student skills and knowledge in math, using a variety of formal and informal assessment tools;

  • Ability to communicate effectively, both orally and in writing; 

  • Ability to evaluate student performance and to present these evaluations in a manner that fosters higher student achievement;

  • Ability to integrate technology in classroom instruction;

  • Ability to multi task and be flexible;

  • Ability to plan and implement lesson plans based upon District and school goals, as well as the objectives, needs and abilities of students;

  • Ability to provide appropriate instruction;

  • Ability to use assessment results to shape instruction;

  • Ability to use effective strategies for differentiating instruction;

  • Ability to utilize and integrate computer and multimedia technology, as appropriate;

  • Ability to utilize effective data-based problem-solving skills;

  • Ability to work in a cooperative learning environment;

  • Ability to work with individuals from diverse backgrounds.



  1. May lead the work of teachers and paraprofessionals.




The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.

  • Aligns math standards, instruction, and measures of learning;

  • Assists administrators in organizing math leadership teams that reviews assessment data and develops math plans for the school;

  • Assists in developing workshops that encourage change in teacher lesson planning and lesson delivery;

  • Assists in the selection of math programs based on their compatibility with scientific research;

  • Assists teachers in making decisions about instructional activities;

  • Builds collaborative, professional relationships among administrators, teachers and staff;

  • Collaborates with teachers and administrators to achieve math improvement in the school;

  • Develops an atmosphere that allows and encourages teachers to use new materials, attempts and implements new techniques, reviews their effectiveness, and notices shifts in student learning and their teaching behaviors over time;

  • Develops feedback models that allow teachers through videos to review their teaching practices and success in developing lessons based on scientific math research;

  • Develops observation checklists that assist in consistently observing lessons and monitoring for change over time;

  • Develops peer professional groups that will review current research and report to the larger group of teachers;

  • Develops strategies for helping teachers make changes in imbedded instructional practices, assisting in the identification of student needs and the differentiation of instructional support;

  • Facilitates lesson planning sessions that focus on developing math lessons that encompass new scientific research-based math, and aligns current research with State standards;

  • Helps teachers select materials and instructional strategies that fit students’ needs and interests;

  • Influences school climate and school-wide commitment to math;

  • Keeps abreast of current research-based math practices;

  • Maintains paperwork consistently and in an appropriate manner;

  • Meets on a regular basis with other District coaches and administrators to share common concerns and solutions;

  • Models ongoing learning (e.g., engages in self-reflection or teaching, reads professionally, participates in professional meetings, and stays current with national, state and local initiatives);

  • Models research-based instructional procedures and support teachers in their implementation;

  • Nurtures supportive, respectful behavior in all interactions among adults in the school;

  • Organizes and make accessible instructional materials (e.g., leveled text, electronic sources, content-related texts);

  • Organizes professional materials to enhance professional learning;

  • Provides a link among teachers on a grade level or within a department, across grade levels and departments, and between teachers and administrators;

  • Provides content knowledge and resources about learning and teaching math including teaching strategies, assessment techniques, assessment of math skills, and interpretation of assessment results, classroom routines and practices that promote math, etc.;

  • Provides teachers with feedback and coaching;

  • Reviews the assessment of teacher needs in the areas of instructional delivery, using core program materials, student assessments, and the analysis of student performance data;

  • Structures professional activities that are research-based, ongoing, coordinated, and are responsive to student needs revealed by data (e.g., workshops, book studies, and classroom coaching);

  • Supports teachers and leaders with curriculum alignment to Common Core and College/Career Readiness Standards; 

  • Supports teachers in using an ongoing model of diagnostic and prescriptive teaching which will ensure that all children are receiving appropriate instruction to meet their assessed needs and remediate their math deficits;

  • Supports the effective use of research-based math strategies;

  • Supports Title 1 reading specialists, ESL teachers, paraprofessionals, librarians, parents, community representatives and teachers to form a “learning” team to facilitate change in attitudes and delivery of lessons;

  • Teaches math and provides technical assistance to teachers;

  • Works closely with new teachers and administrators;

  • Works with the personalized learning teams to ensure that delivery of instruction is consistent with mastery learning criteria;

  • Performs related duties as required.

Posted By

Waterbury Public Schools

236 Grand St. , Waterbury, CT 06702

At the following locations

West Side Middle School

236 Grand St. , Waterbury, CT 06702